How many schools are in Bashkiria. Summary: Education in Bashkiria. In addition to suburban schools, military sports grounds were created, which were called in a military way "outposts". Although there is no sea in Bashkiria, schoolchildren enthusiastically passed the norms for the badge "Sailor" and "Yu

At present, the education system of the Republic of Bashkortostan includes 5,730 institutions of various profiles, where more than 1.1 million children are educated and brought up.

It was not easy to maintain such a large-scale education system due to the limited possibilities of state budget financing. The President and the Government of the Republic took all possible measures to stabilize and strengthen the financial situation of the education system, its material and technical equipment.

Now the republic allocates for the maintenance of one student (pupil) from 3.3 thousand (in schools) to 35 thousand rubles (in orphanages) per year. Society cannot save on education, but education must use its resources efficiently, both allocated by the state and earned by educational institutions.

In the last decade, there have been qualitative changes in the education system. It freed itself from excessive centralization. The Law "On Education" guaranteed the autonomy of educational institutions, and a non-state sector appeared. The education system has become more flexible and varied. The opportunities of citizens of the republic in the free choice of educational institutions, general educational and professional programs have increased. Cooperation between higher and secondary schools became more productive, pedagogical science came to school.

In the last decade of the 20th century, thanks to the adoption of the Declaration on State Sovereignty, the republic actively developed an education model that takes into account the specific conditions and needs of the inhabitants of our multinational Bashkortostan. The number of national Bashkir, Russian, Tatar, Mari, Chuvash, Udmurt, Mordovian, Ukrainian schools increased by 1570. Special Development a network of national schools was received in Abzelilovsky, Gafurysky, Miyakinsky and other districts.

Forming our own regional model of education, we are in a single Russian educational space, in which major changes are now brewing. New guidelines for reforming education are determined by the Strategy for the Social and Economic Development of Russia until 2010.

A separate discussion requires a rural school. More than 40% of students now study in rural schools. The rural school is a special concern of our President M. G. Rakhimov and the Government. Of the total number of schools built in the republic, most are rural. 90% of basic and secondary rural schools are located in typical buildings, have gas and electric heating. The architecture and design of the new rural schools are not inferior to those in the city. Indicative in this regard are the districts of Beloretsky, Blagovarsky, Zianchurinsky, Ilishevsky. Fedorovsky and others.

Quality general education determines the level of education of the entire population. The expansion of the practice of variable education and innovative activity sets the task of measuring and objectively diagnosing the quality of education at all levels. The conditions for this are created by the state educational standards.

The Ministry of Public Education launched work on organizing the diagnostics of the level of education: over the past three years, it has covered students of secondary schools in 46 districts and all cities of the republic in 16 school disciplines. There is a need to create a multi-level, permanent system for monitoring the quality of education. The most significant indicators of regional monitoring of the quality of education include such indicators as health, the ability to apply knowledge in vital situations, and creative skills.

An important role in the social rehabilitation and adaptation of pupils belongs to special education. A network of boarding schools and orphanages has been preserved and developed in the republic, republican and municipal educational institutions for minors in need of social assistance have been opened. Diagnostic, expert, consulting assistance is provided by psychological, medical and pedagogical consultations. There were centers for temporary stay of children, shelters. At the same time, foster care is becoming a more preferable form - the transfer of children to families.

New realities require the development of a network of specialized school educational institutions and special correctional schools, the provision of general education for children with disabilities, and the creation of conditions for them to receive professional education.

Under the conditions of the transitional period, the network of primary vocational education institutions was optimized while maintaining the student population. Personnel training is carried out in 74 professions and specialties. In 14 supporting institutions, young people are trained in various types of folk crafts. About 80% of graduates are sent to work in state-owned enterprises, less than 3% - in private ones. The content of education is being updated, the state standards of primary vocational education (hereinafter referred to as NPV) are being introduced into the educational process. New pedagogical technologies are being tested at nine experimental sites. The system performs an important function of social protection. Every year more than 800 orphans and children left without parental care receive vocational education in NGO institutions.

Today, 66,900 pedagogical workers, including 60,000 teachers, teach and educate children and youth in our institutions.

In the 1990s, the educational level of teachers increased. If in 1991 69.8% of teachers had higher education, then in 2000 - 73.8%. Among primary school teachers, respectively, 37.2% and 45.9%, which is no longer enough today. From among the working pedagogical workers, state and industry awards, more than 15 thousand people were awarded honorary titles, 11.6% of teachers have the highest category, 27.7% - the first category. According to G. Mukhamedyanova.

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Ministry of Education of the Russian Federation

GOU VPO

Ufa State Aviation Technical University

Department of Sociology and Social Technologies

ESSAY

by discipline

"Psychology and pedagogy"

on the topic:

"History of education in the Republic of Belarus"

Completed: Art. gr. PRO-105z

Makhiyanov I.I.

Checked: Cand. ped. Sciences, Associate Professor

Ivanova A.D.

1. History of education in the Republic of Belarus

2. Madrasah "Galia"

3. Gusmania Madrasah

4. Modern education in Bashkortostan

Bibliography

1. History of education in the Republic of Belarus

It is difficult to document the exact time of the emergence of Muslim schools in Bashkiria. The surviving written sources point to the second half of the 17th century. But, apparently, it would be more correct to trace the history of Islamic educational institutions in the Southern Urals from the 16th century, as R. Fakhretdinov, the largest researcher of the culture of the East, pointed out.

The emerging schools generally copied the traditional religious school of Islam - the madrasah (from the Arabic Madras- the place where they teach). The main purpose of the madrasah was the religious and moral education of children and the training of spiritual mentors.

Theological disciplines dominated the curriculum. Depending on the preparedness of teachers, shakirdas (students) also received some information on mathematics, astronomy, classical Arabic literature, and history. language of instruction in junior groups was the Turki - a regional literary and written language. In the middle and senior classes, teaching was conducted in Arabic and partly Persian.

Madrasahs were opened at mosques and were run by the Muslim clergy. The mullahs formed the backbone of the teaching staff. In addition to local personnel, scientific and pedagogical forces from the Volga region, Dagestan, Crimea, Khorezm, Bukhara, Samara, and Turkey were involved in teaching.

The Muslim school was rural. In most of the cities of Bashkortostan, which emerged as the administrative centers of the Russian state, there were neither mektebs (elementary schools) nor madrasahs. By the time serfdom was abolished, only Sterlitamak, Orenburg, and Troitsk had more or less influential schools. Mektebs and madrasahs were financially maintained exclusively at the expense of the local population and in this sense were truly folk educational institutions of the Bashkirs and Tatars. They gained considerable influence in the region. Their role in political life was also noticeable. Large madrasahs often became a place for the dissemination of anti-colonial ideas, and their leaders often turned into spiritual leaders of the Bashkir uprisings of the 18th century. Therefore, the tsarist government took a number of measures against the expansion of the network and the strengthening of the mektebs and madrasahs. During the suppression of the uprisings, schools were destroyed, Muslim clerics (akhuns, mullahs), heads of madrasahs (mudarrises), teachers (mugallims), influential educated persons (abyzes), that is, the entire intellectual part of the Bashkir and Tatar people were subjected to severe persecution.

From the end of the XVIII century. the network of mektebs and madrasahs in Bashkiria began to expand rapidly. This was facilitated by the pacification of the region after the transfer of the Bashkirs to military control, the gradual transition of the local population to settled land ownership, the increased influx of Kazan Tatars into the region, that is, the general growth of the Muslim population of the region. The organization of the Spiritual Assembly also favored the increase in the number of schools. The state recognition of Islam, the extensive construction of mosques, the growing demand for cadres of cult ministers, the rise in the religious self-consciousness of Muslims led to the opening of more and more educational institutions, and the streamlining of the entire educational process. The beginning of printing in oriental languages also served to strengthen the local education system. The lion's share of the book production of Kazan printing houses was educational books for the traditional education of the Bashkirs and Tatars. This created the basis for a wider dissemination of book knowledge among the masses than before.

In the first half of the XIX century. Bashkiria has become one of the centers of Muslim education in the Russian East. Large madrasas worked here - genuine centers of book learning and religious learning. The glory of some of them went beyond the borders of the country. Especially famous were the madrasahs in the village of Sterli-bash (Sterlitamak district), Seitov Posad (Orenburg district), Troitsk (Trinity district).

In the madrasah Sterlibashevo came to study from all over the Ural-Volga region, from the Kyrgyz, Turkmen and Kazakh steppes. It was founded in 1720. One of his best students and later followers was Khusnutdin bin Shamsutdin bin Yagfar (1767 - 1869), the founder and teacher of the famous Balikly-Kul madrasah. For sixty years, notes M. Umet-baev, numerous shakirds from all over the district were taught poeg and sesen Khusnutdin. The well-known scientist Nigmatulla Biktimerov worked in the Sterlibashevsky madrasah, who actively implemented the instructions of G. Kursavi. He tried to arouse interest in knowledge in his wards, to cultivate love and respect for the human mind, regardless of his social status, and to assert democratic ideals. Nigmatulla launched an active collecting activity, as a result of which the richest library of the Sterlibashevsky madrasah began to form. He himself wrote a lot of comments, manuals for the course of the madrasah. The Sgerlibashevsky Madrasah was especially glorified by Kharis Biktimerov, who in 1844 replaced his father as the Muda-Rice of the Sterlibashevsky Madrasah. Haris unfolded humanitarian action: a charity house was opened at his personal expense, new buildings of the madrasah were built, the mosque was restored and expanded. His son Shakir Tukaev did a lot for Bashkortostan, who was twice elected as a deputy from the Ufa province to the State Duma.

Innovations were also introduced into the educational process in the madrasah, more attention was paid to the methodological organization of studies, and the development of interest in knowledge. The teaching of the Russian language was introduced, newspapers were subscribed, including the literary and political newspaper Golos, published in St. Petersburg. Such an atmosphere of the madrasah attracted many shakirds who aspired to obtain real knowledge. In the 80s, the poet Shamsetdin moved to this madrasah with his students, before that he entered the madrasah and then the poet Gali Sokroy worked here. The future famous poet-educator Miftakhetdin Akmulla studied with them for some time.

Exceptional popularity attracted young people from all over the Russian East to the Sterlibashevsky Madrasah. According to one of the inspectors of public schools in the Ufa province, among the shakirds studying there, sometimes there were even residents of Bukhara itself. After visiting at the beginning of the 20th century. Academician V. V. Bartold of this educational institution called it “one of the living centers of Muslim science in Russia.”

Russian-language educational institutions in Bashkiria appeared in the 18th century. They were organized along the lines of the government, pursuing primarily utilitarian goals - the training of specialists needed for local authorities, the state school, as a rule, was of a secular nature.

A particularly noticeable role in the manifestation of the socio-political activity of the Bashkirs and other non-Russian peoples of the region and in their education in the first half of the 19th century. played by the Neplyuev Military School, opened in Orenburg on January 2, 1825 (since 1844 - the Neplyuevsky Cadet Corps) with the aim of "facilitating the rapprochement of Asians with Russians, delivering enlightened officials to this remote land." The corps consisted of European and Asian branches. In them, along with Christian and Muslim theology and military disciplines, history, geography, botany, mineralogy, mathematics were taught, certain knowledge was given in architecture, calligraphy and fine arts. In the European department, in addition to Russian, Western European languages were also studied, in the Asian department - Arabic, Persian and the native languages of the students, as well as subjects related to agriculture and forestry. In addition to the children of Russian officials and officers, they accepted children of Bashkirs, Cossacks and Mishars to study in the corps.

The pre-reform Neplyuevsky Cadet Corps left a bright mark on the cultural life of the region. His undoubted merit in the preparation of the secular national intelligentsia. In 1852-1860, M. I. Umetbaev, a major Bashkir poet-educator, scholar-encyclopedist, studied here.

In 1832, a women's department was opened at the Neplyuevsky School to educate and train the daughters of military and civil officials in the "sciences and needlework". According to M. N. Farkhshatov

2. Madrasah "Galia"

It was located along Chernyshevsky street 5 (former Ufimskaya). Founded on the initiative of a prominent scientist and philosopher) 3. Kamaletdinov (Ziya Kamali), who at that time worked as a senior teacher at the Gusmaniya madrasah in Ufa. He suggested creating the Galia madrasah on the basis of the Gusmania madrasah. Ziya Kamali appealed to the imam of the II parish Zarif Mulla Galikaev, who agreed to open the Galia madrasah in his parish. On October 10, 1906, the first classes took place in the basement of the mosque of the 2nd parish of Ufa. In the first academic year, 70 students were admitted. Teaching for the first four years was free. The director was Zia Kamali himself. On October 6, 1907, the first transfer exams were organized. Funds for the construction of the building were allocated by wealthy people: Sufi bike Yanturina, Sayiri bai Nazirov, Badri Nazirov, Sabirjan Shamigulov. education bashkortostan madrasah

Under the laws of the time, buildings were to be considered personal property. Therefore, the madrasah was built as the property of Badriy Nazirov, and after the construction was completed, it was donated to the II parish of Ufa.

On 8 1913 the madrasah was visited by the muhtasib of the St. Petersburg district Musa Yarullovich Bicheev. At his own expense, he carried out electric lighting in the madrasah. Wealthy Muslims of Ufa provided significant assistance to the madrasah, but after making sure that atheists and revolutionaries came out of it, they moved away from the madrasah. But an experienced mudaris, a talented organizer, Zia Kamali did not lose his head. He regularly traveled to other cities and organized fundraising, even attracted wealthy Tatars Gibadulla Usmanov and Nazhib Khakimov, who regularly provided all possible assistance. In addition, Zia al-Kamali organized Waqish Funds (donation fund).

They were taken in the madrasah from 15 to 45 years old. Even 60-year-old imams from villages such as Gumer Khazryat Malikov from the Chishminsky district and Zarif Khazryat Gali-keyev from Ufa studied.

Madrasah "Galia" was a school with 6 years of education: the first three years were considered preparatory classes, and the last three years were considered basic courses. All teachers had higher education. Gabdulla Shanasi, Habib Zaini, Satayev Makhmud received their education in Turkey, the teacher of the Arabic language Zakir Kadari studied in Egypt, the famous Tatar writer Galimdzhan Ibragimov taught the Tatar language and literature. The pupils of the Galia Madrasah were Mazhit Gafuri, Saifi Kudash, Khasan Tufan, Ibragim Bashmakov, Shaikhzada Babich, Galimdzhan Ibragimov, Shagit Akhmadeev and other prominent sons of the Bashkir and Tatar peoples.

The national composition of shakirds (students of madrasah) was diverse - Bashkirs, Tatars, Kirghiz, Kazakhs, Turkmens, Uzbeks, Circassians, Crimean and Siberian Tatars. The curriculum included such subjects as psychology, pedagogy, geography, history, physics, chemistry, French, music, physical education. Along with these subjects, the history of Islam, the history of the Turkic peoples, the history of religion, the Arabic language, logic, and Tatar literature were studied.

Shakirds paid for their education, food and hostel at 60 rubles a year. The 2nd floor of the madrasah was allocated for the hostel, the dining room was in the basement, and classes were held on the 3rd floor. Musical evenings were often arranged. Shakirds learned to play the mandolin, guitar, and violin. Students organized performances and literary evenings on a city scale. The venue for such evenings is the halls of the Siberian Hotel (now the House of Officers), the House of the Nobility Assembly (now the Institute of Arts). The public welcomed these cultural events with pleasure.

Madrasah "Galia" existed until 1919. In the same year, the Ufa provincial department of public education instructed Fatima Askarovna Davletkildeeva, teacher of the history of the history of pedagogy of the Galia madrasah, to organize a Soviet men's school of the 2nd stage for Bashkirs and Tatars on the basis of closed madrasahs.

3. Madrasah "Gusmaniya"

Madrasah "Gusmania" was founded in Ufa in 1887. The school was opened by Khairulla Usmanov, who arrived in Ufa to serve as akhun of the 1st Cathedral Mosque. The school was subsequently named after him. At first, the madrasah was located in a building on the left corner of Pushkin and Vorovsky streets (the former M. Ilyinskaya). Children of the Muslim population of Ufa and the Ufa district studied here. Children who came from the villages lived in a hostel for a small fee.

In the 1892 academic year, the madrasah moved to a building on the modern Tu-kaeva street (formerly Frolovskaya). It was under the constant care of the servants of the 1st Cathedral Mosque and during these years was a purely spiritual educational institution. Within the walls of the madrasah, future mullahs were prepared. Shakirds were taught the canons of the Islamic religion and languages: Arabic and Farsi.

In 1895, as a result of the reform, the madrasah, along with the training of mullahs, also began training teachers. A new teaching method "Usuli Jadid" is being introduced. The Khusainov millionaires from Orenburg made a significant contribution to the preparation and implementation of the reform in the madrasah. With their charitable help, in 1845, a school for Muslim girls was opened in the house of Akhun Khairulla Usmanov. At that time, the madrasah had 8 buildings, 500 people studied in it. It was during these years that the popularity of the Gusmaniya madrasah increased significantly. Within its walls, they taught the very first alphabet (Alifba), written for the children of the Bashkirs and Tatars living in Russia. It was written by the teacher of this madrasah, Kashshaf Zhdanov. In the same years, for shakirds of grades 5-7, akhun X. Usmanov wrote the textbook "Sarfs Lisani Garabi" (morphology and syntax of the Arabic language). The sympathy of the Bashkirs and Tatars for the Gusmaniya madrasah increased especially after the Russian language course was introduced in the madrasah. Idiyatulla Enikeev and Gumer Teregulov were appointed teachers of the Russian language. During this period, the Gusmaniya madrasah graduated from a significant number of future teachers, poets, and writers. Subsequently, many of them became well-known people in the education and upbringing of children and youth. Among them are teachers Zagir Utyashev, Ziya Kamali, doctor Bariy Usmanov (son of X. Usmanov), artist Gabdulamin Zubaerov, former director of the Book Chamber M. Amirov and others.

The founder of the madrasah Khairulla Usmanov dreamed of expanding the madrasah and turning it into a secular educational institution for the mass training of teachers. The old premises of the madrasah were unsuitable for this purpose. The construction of a new stone three-storey building of a madrasah with two outbuildings, which began in 1904, was completed by the beginning of the 1906/07 academic year. The Gusmaniya Madrasah, which moved to a new building (now Tukaev St., 39), continued to work according to the old program of training teachers for primary classes (mugallims) and for madrasahs (caliphs).

Hak happened because the new views of X. Usmanov were actively opposed by influential circles of the Tatar intelligentsia and the clergy, headed by Salimgarey Yanturin.

The spirit of the turbulent revolutionary events of 1905 penetrated into the calm atmosphere of the Gusmania madrasah. Some shakirds and caliphs begin to communicate with local revolutionaries. Khabibulla Akhtyamov, Khatmulla Fazylov tried to acquaint the shakirds with the outside world, the events taking place outside the walls of the madrasah. Plays are written and performances are staged. Within the walls of the madrasah, magazines began to be published: the literary and political Ittifak edited by Ziya Ummati, the satirical Chemetkech edited by M. Amirov and Kh. Karimov. A group of intelligentsia (S. Yanturin, B Nazirov, Ziya Kamali), dreaming of opening a higher educational institution, leaves Usmaniya and organizes the Ga-liya madrasah. And the other group (L. Khakimov and his associates), disagreeing with the reformist spirit that lived in Usmaniya. leaves its walls and opens the "Hakimiya" madrasah with the aim of introducing the methods of teaching Bukhara madrasahs there.

In 1907, after the death of the founder of the madrasah Khairulla Usmanov, the imam-khatib of the 1st cathedral mosque Zhigangir Abyzgildin became the head of the madrasah. From that time on, the madrasah to some extent loses its former significance and again turns into an ordinary spiritual educational institution. The number of shakirds is gradually decreasing. In 1914, 180 people studied at the madrasah.

The madrasah is divided into 3 classes: preparatory (ibtidan), 1st (rushdi) and 2nd (igdadiya).

Classes were conducted in ordinary classrooms, the same as in Russian educational institutions: there were standard desks, blackboards, geographic Maps. In the geography program general information about parts of the world, geography of Russia and European states, mathematical geography with astronomy. But the central place in the educational process was given to Muslim theological subjects and the Arabic language. The Arabic language was studied so well that those who graduated from the madrasah could freely read books and newspapers in it, but it was difficult to speak due to lack of practice.

Later, the idea of transforming it into a Tatar national gymnasium arises in the madrasah. The bearers of this idea (S. Maksutov, I. Alkin, I. Bikkulov), headed by Zh. Czechoslovak revolt). The director of the national gymnasium, which was located in the building of the Gusmania madrasah until June 1919, was Zakir Shakirov.

After the liberation of Ufa from the Kolchakites, the national gymnasium was reorganized into a commune school. Orphans who lost their parents during the civil war were raised and educated here. It was a four-year elementary school with children studying according to the program of Soviet elementary schools.

After the end of the 1921/22 academic year, the school was transformed into an open Soviet primary school, where all interested children of the Bashkirs and Tatars were admitted. The school was named after the Bolshevik revolutionary Khusain Yamashev (1882-1912). Ismagil Ishmukhametov was appointed director of the boarding school, and Kashfi Mustafin was appointed head teacher. In the 80s, the building of the madrasah housed the advanced training faculty of the Bashkir State Pedagogical Institute. The building now houses a high school.

4. Modern education in Bashkortostan

At present, the education system of the Republic of Bashkortostan includes 5,730 institutions of various profiles, where more than 1.1 million children are educated and brought up.

In the last decade of the 20th century, thanks to the adoption of the Declaration on State Sovereignty, the republic actively developed an education model that takes into account the specific conditions and needs of the inhabitants of our multinational Bashkortostan. The number of national Bashkir, Russian, Tatar, Mari, Chuvash, Udmurt, Mordovian, Ukrainian schools increased by 1570. The network of national schools was especially developed in Abzelilovsky, Gafurysky, Miyakinsky and other regions.

A separate discussion requires a rural school. More than 40% of students now study in rural schools. The rural school is a special concern of our President M. G. Rakhimov and the Government. Most of the schools built in the republic are rural. 90% of basic and secondary rural schools are located in typical buildings, have gas and electric heating. The architecture and design of the new rural schools are not inferior to those in the city. Indicative in this regard are the districts of Beloretsky, Blagovarsky, Zianchurinsky, Ilishevsky. Fedorovsky and others.

The quality of general education determines the level of education of the entire population. The expansion of the practice of variable education and innovative activity sets the task of measuring and objectively diagnosing the quality of education at all levels. The conditions for this are created by state educational standards.

An important role in the social rehabilitation and adaptation of pupils belongs to special education. The network of boarding schools and orphanages has been preserved and developed in the republic, republican and municipal educational institutions for minors in need of social assistance have been opened. Diagnostic, expert, consulting assistance is provided by psychological, medical and pedagogical consultations. There were centers for temporary stay of children, shelters. At the same time, foster care is becoming a more preferable form - the transfer of children to families.

Today, 66,900 pedagogical workers, including 60,000 teachers, teach and educate children and youth in our institutions.

In the 1990s, the educational level of teachers increased. If in 1991 69.8% of teachers had higher education, then in 2000 - 73.8%. Among primary school teachers, respectively, 37.2% and 45.9%, which is no longer enough today. More than 15,000 people out of the number of working teachers received state and industry awards and honorary titles, 11.6% of teachers have the highest category, 27.7% - the first category.

Bibliography

1. Romankova L.I. Higher school: social technologies of activity. M.: NIIVO, 1999.

2. Psychology. Textbook. / Edited by A.A. Krylov. - M.: "Prospect", 2000. - 584 p.

3. Kolomiets B.K. Educational standards and programs: invariant aspects. M.: Research Center for Quality Problems in Training Specialists, 1999.

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Introduction.

Relevance. The rapidly changing socio-economic phenomena that are taking place today and all over the world, and the problems that a person will need to solve in the new XXI century, suggest the search for non-traditional ways to improve the fundamental factors that have a special impact on the formation of each individual personality. These factors include the education system in general and vocational education in particular.

Vocational education is one of the fundamental rights of the individual, enshrined in the Universal Declaration of Human Rights. The domestic system of vocational education is undergoing serious changes today. They are due to the changing socio-cultural situation, the orientation towards universal ideals, the reform of the entire education system, which is characterized by a change in paradigms and educational technologies. Naturally arising from this is the revision of the place and role of vocational education in the educational system of the country, the idea of optimizing its structure and management, the formation of a personality-oriented pedagogical process, its content, forms, methods and technologies.

In this regard, the study and rethinking of historical experience is of particular importance, since the accumulated positive ideas of progressive teachers of the past, the experience of the activities of professional educational institutions and their management bodies will make it possible to critically comprehend and borrow all the most advanced for further improvement of the system of professional education. Conceptually holistic generalization and systematization, identification of the leading trends in the development of the vocational education system should serve as a scientific basis for an objective assessment of its current state and determination of prospects.

The purpose of our study is to reveal the historical and pedagogical development of higher pedagogical education in Bashkiria.

The object of our study includes higher pedagogical education.

The subject of our research is the process of formation and development of higher pedagogical education.

In accordance with the purpose, object, subject of research, the following tasks are distinguished:

1) to reveal and characterize the features of the formation of the first higher pedagogical education in Bashkiria;

2) use historiographic and archival-bibliographic methods;

3) summarize the studied literature.

The following methods were used in the study: theoretical (analysis, synthesis, abstraction, generalization, systematization); archival-bibliographic (bibliography).

The theoretical significance of our course work is to summarize, comprehend and evaluate past experience, revealing the specifics of the development of higher pedagogical education based on historical and pedagogical aspects and various research methods.

Chapter. History and development of education in Bashkiria.

1.1. The concept of education.

Any society exists only on the condition that its members follow the values and norms of behavior accepted in it, due to specific natural and socio-historical conditions. A person becomes a person in the process of socialization, thanks to which he acquires the ability to perform social functions. Some scholars understand socialization as a lifelong process, linking it with a change of place of residence and team, and marital status, and with the advent of old age. Such socialization is nothing but social adaptation. However, socialization does not end there. It involves the development, and self-determination, and self-realization of the individual. Moreover, such tasks are solved both spontaneously and purposefully, by the whole society, by institutions specially created for this purpose, and by the person himself. This purposefully organized process of managing socialization is called education, which is the most complex socio-historical phenomenon with many sides and aspects, the study of which, as already noted, is being studied by a number of sciences.

The concept of "education" (similar to the German "bildung") comes from the word "image". Education is understood as a single process of physical and spiritual development of a person, a process of socialization, consciously oriented towards some ideal images, towards social standards historically fixed in the public consciousness (for example, a Spartan warrior, a virtuous Christian, an energetic entrepreneur, a harmoniously developed personality). In this understanding, education acts as an integral part of the life of all societies and all individuals without exception. Therefore, it is primarily a social phenomenon, which is a purposeful process of education and training in the interests of a person, society and the state.

Education has become a special sphere of social life since the time when the process of transferring knowledge and social experience stood out from other types of social life and became the business of persons specially involved in training and education. However, education as a social way of ensuring the inheritance of culture, socialization and development of the individual arises along with the emergence of society and develops along with the development of labor activity, thinking, and language.

Scientists involved in the study of the socialization of children at the stage of primitive society believe that education in that era was woven into the system of social production activities. The functions of training and education, the transfer of culture from generation to generation were carried out by all adults directly in the course of involving children in the performance of labor and social duties.

Education as a social phenomenon is, first of all, an objective social value. The moral, intellectual, scientific, technical, spiritual, cultural and economic potential of any society directly depends on the level of development of the educational sphere. However, education, having a social nature and historical character, in turn, is determined by the historical type of society that implements this social function. It reflects the tasks of social development, the level of economy and culture in society, the nature of its political and ideological attitudes, since both teachers and pupils are subjects of social relations. Education as a social phenomenon is a relatively independent system, the function of which is the systematic training and education of members of society, focused on mastering certain knowledge (primarily scientific), ideological and moral values, skills, habits, norms of behavior, the content of which is ultimately determined socially. -the economic and political structure of a given society and the level of its material and technical development.

Education as a social phenomenon is also a system, which is characterized by the presence of invariant qualities inherent both in general and in each component. These qualities include: flexibility, dynamism, variability, adaptability, stability, predictability, continuity, integrity (B. G. Gershunsky).

1.2. Characteristics of the historiography of vocational education in Bashkiria.

To the first researchers Soviet period Those covering the issues of the history of education in Bashkiria include Sh.K. There are no special studies that reveal the issues of vocational education.

Since the mid-30s, dissertations and monographs of a historical and pedagogical nature have appeared that analyze the issues of the formation and development of elementary school the edges. One of the first in this series was K. Idelguzhin's dissertation “On the Question of the History of the Bashkir School”, written in 1935. In the 40s, the work of A.K. Rashitov "Primary School of Bashkiria for XX Years" was published. Dissertations by A.A. Enikeev “Russian-Bashkir elementary school in pre-revolutionary Bashkiria”. N.A. Selezneva “Non-Russian schools in Bashkiria the second half of XIX century and early 20th century. A.F.Efirov's monograph "Non-Russian schools of the Volga, Urals and Siberia". In the studies of the 1930s and 1940s, an increase in the scientific level was noticeable, they widely used printed and archival materials.

Since the mid-1950s, the desire for a systematic study of the history of public education, the expansion of topics and the source base of research has become noticeable. The works of this period include publications by S.R. Alibaeva, A.Kh. Vildanova, T.M. Mamleeva, A.Kh. Makhmutova, S.M. Mikhailova, F.Kh. Mustafina, G.S. Kunafin, G.N. Fatikhova, A.I. Kharisova, B.Kh. Yuldashbaeva. Their works are devoted, first of all, to state general education, individual religious educational institutions, as well as the pedagogical views of specific educators. The authors use rich statistical and analytical material, but they also lack generalizing studies on the history of vocational education in the region.

The ideological attitudes and methodological approaches of the Soviet period did not allow researchers to fully highlight the positive contribution accumulated by vocational education and made by it to the development of all education in the pre-revolutionary period. This has become an obstacle to a fuller and more effective use of positive experience in Soviet system education.

Quite productive in the formation scientific knowledge about the history of the formation of pre-revolutionary Bashkiria is the modern period. The studies of this group include the following works: G.B. Azamatova, R.Z. Almaeva, L.Ya. Aminova, Z.Yu. Akhmadeeva, R.S. Ayupova, I.N. Baisheva, M.M. Bikbaeva, M.G. Valeeva, Yu.V. Yergina, G.D. Irgalina, F.S. Iskhakova, I.P. Malyutina, S.G. Mirsaitova, L.Sh. Suleymanova, R.A. Utyabay-Karimi, M.N. Farkhshatova, G.Kh. Khairullina and others. A positive role in understanding the history of education is played by the publication of the republican encyclopedia, which reflects certain information about the professional sector of the education system.

The historiographic review shows that the history of education in Bashkiria is not deprived of attention from researchers representing a very wide range of humanitarian knowledge. But, despite this, historiography does not give an exhaustive answer to many questions of a theoretical and concrete historical nature. There is not a single generalizing work in the research, in which the history of vocational education of the indicated period would be specifically and systematically considered.

1.3. History and dynamics of development of higher pedagogical education in Bashkiria.

On March 7, 1906, the City Duma heard a report from the Ufa city government on initiating a petition to transfer the Administration of the Orenburg educational district to Ufa and to open a teacher's institute in the city.

Both events, of course, were beneficial in terms of better staging and development of public education in the Ufa province. During their discussion, the issue of accommodating the office of the district was generally resolved relatively simply: the Ufa Real School, without any practical inconvenience, could for the first time allocate the necessary premises for this.

It turned out to be more difficult to solve the issue of building a building for a teacher's institute, since the city treasury was actually empty. The council saw its contribution to the opening of the institute in Ufa only in the real possibility of free allotment of the necessary city territory for the construction of a building. Sharing the conclusion of the council, and approving the report submitted by it, the city duma determined "to instruct the council to initiate, in accordance with the established procedure, a petition for the transfer to Ufa of the Office of the Orenburg District and the opening of a teacher's institute in the city."

When considering the initiative of the trustee of the district, the Ufa provincial zemstvo assembly of nobles and assessors went much further, considering on March 23, 1906 the question of opening in Ufa "an educational institution of a higher type that could train teachers for secondary educational institutions and was equated with universities." Since for the opening of a university in Ufa at that time, of course, there was no way of a higher educational institution such as a pedagogical institute. It was to create such a university that the Ufa nobility agreed to “cede” to the Ministry of Public Education the 3-storey stone building just built for the boarding house-shelter of noble children, located on Telegrafnaya street, house 9 (now in this building on Tsuryupa street, 9 after its reconstruction the theater and art department of the Ufa Institute of Arts is located).

The documents stored in the Central State Archive of the Republic of Belarus make it possible literally by the day to follow the further comparative development of events. On May 3, 1906, the Administration submitted its petition dated March 7 to the Ufa Governor A.S. Klyucharaev. Which already on June 16 of the same year notified her that on May 12 the trustee of the Orenburg educational district informed him about the initiation of a petition to the Ministry of Public Education to transfer the Office of the Orenburg educational district to Ufa and to open a pedagogical institute in Ufa. At the end of May 1906, the minister expressed his consent to the adoption by the ministry of a house belonging to the Ufa nobility, for the construction of an “educational institution, gymnasiums and progymnasiums, lower classes of male gymnasiums, as well as city schools” in it.

On June 30, 1906, the Ufa provincial zemstvo assembly at its XXXVIII extraordinary session heard a detailed report from the council “On the opening of a pedagogical institute in Ufa”. We bring to the reader’s attention a facsimile of the first page of the “Project of Regulations on the Pedagogical Institute in Ufa”, which, according to the plan of its developers, had as its goal “training teachers and teachers for women's gymnasiums and progymnasiums, for the four lower classes of male secondary educational institutions and for urban, regulation of 1872, schools. The course of study, and the Ufa Pedagogical Institute was supposed to be two-year, consisting of 4 semesters. Teaching subjects were divided into compulsory (theology, logic, psychology, fundamentals of pedagogy and its history, general didactics, physiology, hygiene, Russian language and literature) and special. The latter were divided into 5 groups, Russian language and literature, history, mathematics and elements of astronomy, natural science (subdivided into biological and inorganic sciences) and foreign languages (French, German and English subgroups).

“The draft regulation on the pedagogical institute in Ufa” assumed admission to the 1st course: a) girls who successfully completed 7 classes of women's gymnasiums and progymnasiums or equivalent educational institutions and studied one of the foreign languages; b) young people who have successfully passed the 6 classes of the male gymnasium, as well as graduated from real schools. All applicants had to pass verification tests in the Russian language, one of the foreign languages and the subject that was chosen by the applicant as a future specialty. Persons who completed the full course of the Ufa Pedagogical Institute would have all the rights of those who graduated from other Russian educational institutions in the relevant specialty.

Ufimsky pedagogical institute was supposed to produce teachers of the Russian language, history, natural science and geography, mathematics, physics and physical geography, as well as new languages. It was assumed that the staff of the institute would consist of a director, an inspector, two of his assistants, fourteen teachers, three of their assistants, a secretary of the teachers' council, a teacher of hygiene, a librarian, his assistant, a laboratory assistant and a housekeeper. Preliminary calculations showed that the annual amount of expenses for the maintenance of the Ufa Pedagogical Institute will be 69,200 rubles, of which at least 5,000 rubles. should have been covered by tuition fees.

If the “Project of Regulations on the Pedagogical Institute in Ufa” proposed by the trustee of the district had been adopted, then the institute would really have become one of the few higher educational institutions of this kind in Russia. However, the discussion of the project showed that there was no money in the provincial treasury for its implementation, and if the Ministry of Public Education does not bear all the costs of maintaining the institute, then opening a pedagogical university in Ufa will be unrealistic. The contribution of the local nobility to the implementation of the project of opening such an institute in Ufa could not be more than a gratuitous donation in its favor of only a three-story stone building located at 9, Telegrafnaya Street.

The discussion of the "Project ..." also showed that the only type of higher education institution that could provide training for teachers in all the disciplines specified in the project should have been at least a university with two faculties and five departments. This in the conditions of Ufa was recognized as completely unrealistic. The Ufa nobility considered that even under the most favorable set of circumstances, it would not be possible to create an educational institution that would be higher in status than higher courses with a program of only one faculty. However, such a one-profile training of teachers did not at all meet the requirements of the educational district, which is experiencing an acute shortage of personnel for public education institutions.

After a long debate, it was proposed that § 1 of the "Project ..." be adopted in the wording: "The Pedagogical Institute has the task of training teachers for the junior (4th) classes of women's gymnasiums and pro-gymnasiums, for city schools according to the situation in 1872 and for elementary schools advanced". In this regard, do not require applicants to have compulsory knowledge of a foreign language, except in cases where one was chosen, as such, was chosen as a specialist, and it was proposed to replace the entrance exams with a competition of certificates.

In connection with all of the above, the final result of the discussion of the “Draft Regulations on the Pedagogical Institute in Ufa” was reduced to the following wording: “Believing that the Pedagogical Institute with a two-year term of study will provide teachers capable of meeting the requirements of the educational institutions listed above, the Provincial Council would consider recognizing project of the Trustee deserving before the Ministry of Public Education".

After it turned out that there were no financial means for opening a higher pedagogical institution in Ufa either locally or in the Ministry of Public Education, the enthusiasm of both the Ufa nobility and the city government first fell sharply, and then things took a different direction.

The question of opening an educational institution for the training of teachers was again raised only a year later (in August 1907), when a meeting of the heads of educational institutions in Ufa, considering the pressing problems of providing teaching staff, pointed out the urgent need to restore in the Okrug at least the teacher's institute that had previously operated in it. . At the same time, the following considerations were expressed: firstly, this institute should be restored not in Orenburg, but in Ufa, since the northern part of the educational district needed the training of professional teaching staff in the first place. Secondly, although it was still desirable to open a teacher's institute of an advanced type in comparison with the then existing institutions in Russia according to the "Charter of May 31, 1872" (ordinary type), the very urgent and urgent need for rapid training of personnel was recognized as so urgent that it was impossible to wait. At the same time, it was implied that the reform of the reorganization of ordinary teacher's institutes into institutions of an advanced type, which was expected in Russia in the near future, would automatically make the Ufa Teachers' Institute the same.

It was in this direction that the administration of the Orenburg educational district acted, which filed corresponding petitions with the Ministry of Public Education, first in September 1907, and then in February 1908. A certain obstacle in the implementation of this project was the decision of the Ufa Zemstvo Assembly, already mentioned above, to “concede” the building of the noble shelter on the street. Telegrafnaya, house 9, only on the condition that an educational institution such as a pedagogical institute is opened in Ufa.

On January 8, 1908, the Ufa City Duma instructed the council, in accordance with the established procedure, to file a petition for the opening in Ufa of "a city school of a higher type, which, being a continuation of the four-year city schools, would provide secondary education with the right to transfer to receive further education in higher educational institutions." In subsequent documents of the Duma dated February 20, March 18 and April 29, 1908, it rather modestly appeared under the name "the third city four-year school according to the regulations of May 31, 1872." Petitioning for the opening of this school at the expense of the treasury (the required amount is about 70,500 rubles), the thought provided a city site free of charge for the construction of the building necessary for it. Wishing to open a new educational institution already in 1908, the city duma undertook to rent them before the construction of the corresponding premises, annually allocating 1,500 rubles for this purpose. All this testified to the importance for Ufa of a new educational institution, which, among other things, was intended for teaching practice for pupils of the graduating class of the future Ufa Teachers' Institute.

On January 24, 1909, the Ufa City Duma heard a detailed report from the council "On the opening of a teacher's institute in Ufa, and with it the third city four-year school." It was reported that the petitions initiated earlier by the City Council were finally crowned with success. The estimate of the Ministry of Public Education for 1909 included a loan for the maintenance of a teacher's institute in Ufa from July 1 of this year, and the requested funds necessary for its complete equipment (library, furniture, appliances, manuals) were also fully allocated. With great satisfaction, the Duma stated that with the opening of the named institute “one of the few in Russia and the first educational institution in the entire local Educational District is emerging in our city, which should be reflected in the strengthening of Ufa as the educational center of the District.” Confirming all the financial and economic obligations assumed earlier, the city government agreed to allocate funds in the amount of 1500 rubles a year for three years before the construction of the building necessary for the placement of the teacher's institute and school, necessary for hiring the relevant premises. For the construction of the building, at the choice of the directorate of the institute, the Duma allocated free of charge one of the three plots of the city territory ranging in size from 2000 to 2400 square sazhens, as well as a plot of land for the production of rubble stone and water required for the corresponding construction. Since the institute and the school attached to it were supposed to train teachers not only for the educational institutions of Ufa, the city duma turned to the provincial zemstvo with a request to take an active financial part in the construction of the institute building.

On May 19, 1909, the City Council finally decided on the site for the construction of the building of the new educational institution, the church, by the measure, as indicated on the plan in the amount of 1924.7 square sazhens ... transferred to the Ministry of Public Education for the entire existence of the institute and the city four-year school. The allocated site was a quadrangle with an area of about 90 acres behind the almshouse estate, oriented deep into Nikolskaya Square towards Malo-Kazanskaya Street (now Sverdlov Street). There is a complete main site, later a two-story stone building was built, which already in Soviet times housed the secondary school No. 2 of the city of Ufa for a long time, and since 1986, after its reconstruction, there is the Ufa Choreographic School. Rudolf Nureyev.

The history of the opening of the Ufa teacher's institute dates back to Order No. 15340 of the Ministry of Public Education of July 2, 1909 "On the opening of a teacher's institute in the city of Ufa:" allows to open a teacher's institute in the city of Ufa from July 1 of this year. It is added to this that the amounts due for the maintenance of the aforementioned teacher's institute were released to the jurisdiction of the educational district authorities according to the expenditure schedules of 1909.

Then the Ufa provincial marshal of the nobility agreed to place the Teachers' Institute and the school under it on the 1st and 3rd floors of the building of the noble boarding house on the street. Telegraphnaya, house 9. Taking advantage of this, the Ufa City Duma, at its meetings on August 13 and 24, 1909, urgently considered the relevant financial issues to reimburse all expenses associated with the need to adapt the building provided by the nobles for the Teachers' Institute and the school, provided that they were already open from October 1 of the same year.

In connection with the opening of the Ufa Teacher's Institute, the Ministry of Public Education telegraphed to the trustee of the Orenburg District with a proposal to find a suitable candidate for the position of director. The choice fell on A. N. Lisovsky.

Already on August 16, 1909, the trustee informed the director of the Ufa Men's Gymnasium: “Subsequently, a telegraph presentation to the Governor of the Ministry of Public Education by a telegram dated August 14, No. 369022, notified me that the teacher of the Ufa gymnasium, Lisovsky, was sent to fulfill the duties of the Director of the Ufa Teachers' Institute.

Notifying Your Excellency of this for immediate proper orders."

The following entry appeared in the official list of A.N. Lisovsky: “By the highest order of the civil department dated August 25, 1809, No. 64, he was appointed director of the Ufa Teachers' Institute from July 1, 1909.”

On August 25, 1909, Order No. 64 was issued on the appointment of State Councilor A.N. Lisovsky No. 1 July ”director of the Ufa Teachers' Institute.

In his speech at the grand opening of the Ufa Teachers' Institute, which took place on October 4, 1909, its first director A.N. Lisovsky noted the great role of the Ufa nobility of the zemstvo and the city government, who did a lot for the institution, designed to meet the needs of the entire Urals, being "a hotbed of future sebols of the Okrug."

Note how about the opening of the Ufa Teachers' Institute was written in his report for 1909: “The Ufa Teachers' Institute was officially opened on October 4, on which date classes began. The opening took place after a solemn prayer of thanksgiving to the Lord God performed by His Grace Nathanael, Bishop of Ufa and Menzelinsky, co-served by the most honored city clergy.

At the end of the prayer service and after the proclamation of many years to His Imperial Majesty, the Sovereign Emperor and the entire reigning house, the Trustee of the educational district declared the institute open. A telegram was immediately drawn up and sent on behalf of all those present, not in the name of the Minister of National Education, expressing loyal feelings to the Emperor. On the report of the Minister of the aforementioned telegram to the Emperor, on the eighteenth day of last November, it was pleasing to inscribe with his own hand “I sincerely thank everyone”, these gracious words of the Sovereign Emperor were announced by the Director of the Institute to students on December 17 after a prayer before the teaching and evoked a feeling of joy and delight that resulted in in the repeated singing of the Hymn "God Save the Tsar" and the unceasing "Hurrah!".

Of the 130 people who applied for admission to the first year of the Ufa Teachers' Institute in 1909, only 26 pupils were enrolled. There was not a single Tatar or Bashkir among them: for people of non-traditional Christian denominations, as well as Muslims, to enter the institute, special permission was required from the Ministry of Public Education, which was quite difficult to obtain at that time.

The number of students at the Ufa Teachers' Institute was set by the Ministry of Public Education at 75 people (25 people for each class). In fact, the number of students at the institute was by years: 1909 - 26 people, 1910 - 51, 1911 - 71. 1912 - 72, 1913 - 69, 1914 - 72, 1915 - 63, 1917 - 70. Only after the February Revolution of 1917, the number of people admitted to the first year was 121 people.

At the opening, the Ufa Teachers' Institute had the most the minimum amount regular teachers. Even on October 7, 1910 (the second year of the institute's existence), there were only 6 people in the public service in the teacher's institute: director A.N. Lisovsky, teacher of Russian language and literature - N.F. Sysoev, mathematicians - I.S. Grushin, natural science P.P. Kinsemsky, graphic arts - V.S. Murzaev, singing - I.P. Ishpaykin, and in the city school with him - 4 teachers (Russian language, geography and history, arithmetic and geometry, natural science). All of them had a higher education (graduates of Novorossiysk, Yuriev, Kazan Universities, Kazan Teachers' Institute and Art School), and three had a high civil rank (state and court adviser).

On January 1, 1913, the number of teachers at the institute was already 12 people (director, 4 full-time mentors, 8 teachers, doctor, clerk) and 2 teachers of the law (for hire). )